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ERIC Number: ED318936
Record Type: RIE
Publication Date: 1989
Pages: 30
Abstractor: N/A
Reference Count: N/A
An Examination of the Relationship between Critical Thinking and Academic Success on a University Campus.
Steward, Robbie J.; Al-Abdulla, Yousef
This study examined the relationship between the ability to think critically and the academic performance of undergraduate students. Male (N=107) and female (N=130) undergraduates completed a consent form, demographic sheet, and the Watson-Glaser Critical Thinking Appraisal (WGCTA), which consists of five subtests (Inference, Recognition of Assumptions, Deduction, Interpretation, and Evaluation of Arguments). In general, the results showed that students who obtained higher total WGCTA scores also had higher cumulative grade point averages (GPAs). The results seem to indicate the not all aspects of the ability to think critically contribute equally to overall academic performance. Although the abilities to accurately infer, interpret, and evaluate arguments were found to significantly correlate with cumulative GPA, only the abilities to infer and evaluate arguments significantly and uniquely contributed to 9.2% of the variance within cumulative GPA. Gender differences were also found. Findings appear to indicate that proficiency in only one skill (inference) associated with critical thinking was required for higher male student academic achievement, while proficiency in both deduction and evaluation of arguments was required for higher female student academic achievement. These findings suggest that what is required for a male student to succeed academically is quite different from what is required for a female student to achieve, even in cases where ability levels are quite similar. (NB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A